| Title | : | Democracy and Education |
| Author | : | |
| Rating | : | |
| ISBN | : | 0684836319 |
| ISBN-10 | : | 9780684836317 |
| Language | : | English |
| Format Type | : | Paperback |
| Number of Pages | : | 384 |
| Publication | : | First published January 1, 1916 |
Democracy and Education Reviews
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http://www.gutenberg.org/ebooks/852
If we were to pretend for a moment that we wanted to live in a democracy – that is, a democracy in deed rather than merely in word – what actually would that mean? The word, of course, has become so abused as to effectively mean nothing. Is there a nation on earth now that doesn’t call itself a democracy? There was a joke once that the easiest way to tell if a country was a democracy or not was to see if it had 'democracy' in its name and if it did that was a sure sign it was not. But such jokes are designed to make us feel smug – and if there is one law to the universe it is that whatever makes us feel smug is invariably bad for us.
Democracy means that the people get to rule – but how do we go about making the people worthy of such a responsibility? To Dewey that is the point of education – and not just any kind of education, but one that allows people to think for themselves, that teaches them first and foremost to be inquirers.
This week in the city were I live a video was released on YouTube that has gone viral of some arsehole abusing a French woman for the infinite crime of singing a French song on a bus. In response to the French woman singing a group of passengers started chanting Aussie, Aussie, Aussie, Oi, Oi, Oi. This is now the Australian national song – notice it has one word followed by a meaningless grunting noise, just enough for the all-too-average Australian to learn nearly by heart (after prompting, obviously). I can understand why the arseholes on that bus became upset with the French woman – imagine her being able to remember the words of a song more than one word long? What a bloody show-off! Two of the men on the bus wanted to cut her with a box cutter, one wanting to cut her breasts off. He also called her a motherfucker. The Freudian nature of this racist rant is hard not to notice.
These are people that have not been served well by our education system, although it would be unfair to blame everything on education. The problem is that we presume that an entire section of society are basically incapable of any meaningful education or if they are capable then they ought to receive an education that will provide them with the best hope of getting a job. So, we focus on things that are easy to test – reading, writing and figuring (as he refers to them here – which made me wonder when ‘the three Rs’ became the thing to say). We don’t really wonder if these are enough to ensure a properly functioning democracy – we don’t really consider the role that education might play in forming a democracy. Education is much more likely to be seen as something related to human economic considerations, rather than our social ones. But Dewey’s arguments have become more urgent with time, rather than less so. When he was writing this his arguments (for ensuring an education that would enable people to think for themselves) were more a ‘moral’ necessity than a literal necessity. Moral in the sense that if you are running a democracy it is questionable to have an education system that is primarily concerned with reproducing social classes – in the ways that the education systems in most of the first world do. Today these arguments have much more than mere moral weight.
The problem is that today it is very hard to know what kinds of jobs are going to be available in ten years time. It is also the case that our world is becoming much more complex – all of the things that the right-wing of politics deny (global warming, ecological crisis, equality crisis) are very likely to become increasingly pressing. The problems we will face in a decade or two are going to need us to be able to think and respond in ways that require much more sensitivity than was displayed by the grunting mob on that Melbourne bus. You know, Aussie, Aussie, Aussie, Oy, Oy, Vey just isn’t going to cut it anymore.
Dewey’s point is that we need to stop thinking about preparing kids for the future, and think about how to educate them so that when they leave school they don’t see that as the end of their education, but rather that they have been empowered with the tools that will allow them to continue their education for the rest of their lives. It is hard to imagine that this book was first published in 1916. Life-long learning – who’d have thought. But the complexities of living in a democratic society demand being able to respond to change. And change – or development, rather – are good things. For Dewey the point of life is to keep growing and that is only possible if we keep learning. So, the point of education is to encourage people to grow throughout their lives by continuing to be able to learn.
This book is structured so that each chapter ends with a summary paragraph. Really, even just reading over the summary paragraphs is worthwhile in itself. But Dewey writes so clearly and so forcefully that there is really no hardship in reading this. And the force of his arguments make it very hard to argue with him. He is logical, smart and keenly focused on providing the best possible education for people so that they can fully participate in a democratic society and so that we can reap the benefits of their participation. This is an excellent book and one that is well worth reading. -
I have read and taught this book several times. I first read it in 1974 (! True! I know! I look so youthful for my age!) when I was myself preparing to become an English teacher. It was work I read in a Philosophy of Education class, where Dewey's progressivism/experimentalism was opposed to essentialism (a more conservative approach to the classroom). And here we still see Dewey read by millions of future teachers to help them envision a classroom connected to student experience, to local communities and contexts vs. the more standardized approach we see today. His view is responsive to actual human beings and their needs vs. paternalistically assuming what "everyone needs".
He wrote something like 90 books, and many of them, including this one, written as they are by a philosopher--even if a pragmatist philosopher--more than a century ago, are rather dry, meticulously crafted, but sometimes a little boring, I'll admit it, a little creaky, and sometimes problematic in his conceptions from time to time (i.e., he talks in the abstract of "savages" in a couple of places, which would not have been shocking in his day but would now be unacceptable).
But some of the insights and ideas about progressive education are still astonishing and feel in present in the "Common Core" world of today's schooling, revolutionary.
Learning by doing? That's Dewey. He largely invented that phrase, that approach with respect to schooling (though others historically have approached learning in this way, of course).
The democratic classroom. His idea. When he was close to the end, he was asked to summarize his career, and he uncharacteristically pithily said, "Democracy is conversation." So people can't ONLY learn by being the repositories of Great Professorial Lecturers (though we can all name great ones we learned from); we have to talk. Learning is social, the self you are continually becoming is social and growing, socially constructed and not prefigured completely by genetics.
"Education is not preparation for life; education is life itself." Dewey!
"Every great advance in science has issued from a new audacity of imagination." Dewey!
"Arriving at one goal is the starting point to another." Dewey!
“Were all instructors to realize that the quality of mental process, not the production of correct answers, is the measure of educative growth something hardly less than a revolution in teaching would be worked.” Dewey!
"We only think when we are confronted with problems." Dewey!
"All genuine learning comes through experience." John Dewey -
A philosophical text on the relationship between democracy and education written at the turn of the last century. Dewey discusses the role of industrialization in forming our educational system, and how this cannot hold up in a democracy. We cannot build cogs for a machine if we want a real democracy, he argues, we must have thinking participants.
Also, what he says applies even more today as tech moves so fast it is impossible to train children for it. What we need to teach, he agues is thinking skills, not rote. Excellent reflections here. Densely packed. -
"In praise of Dewey: He knew how to protect democracy – not by rote and rules but by growing independent-minded kids. Let us not forget it" by Nicholas Tampio ::
https://aeon.co/essays/dewey-knew-how...
Let's not forget what it is that makes America great. Or how to. -
Dewey has a great deal of practical advise for educators who wish to form functioning adults capable of enjoying their lives. As a history teacher, I particularly like his comments on the necessity of teaching material with actual purpose to the students now rather than trying to convince them this stuff will be important later down the road. Let them learn the stuff that's important later, well, later. Use their interests natural to their age to push education forward rather than trying to damper that force. Rather than dividing subjects, combine. Let's talk about, say, hydrofracking by discussing both the science and the social implications rather than putting those things in different classrooms (or, more likely, none at all, since it won't be on the state test). He, like I, would be appalled by our educational system today. One size fits all, here's a test to prove your intelligence...ugh.
That said, his utopian socialist stuff kept getting in the way. I don't disagree with wanting everyone to find "meaningful" vocations in life, but I'm not sure how it's any different than what Dewey calls in chapter 22 the English School (aka classical liberalism) except that the latter doesn't deliver on perfect results and still has inequalities. Maybe he's dealt with the social and economic problems elsewhere, but an explanation as to how everyone could even achieve such meaningful vocations isn't present here. Even in a world of perfect property equality, some people are going to be calling the shots and others are not; that's just how things work in large social groups.
Much can be gained from this book, but like all books, one must read it with a critical eye. Have a conversation with the author rather than sit down for a written lecture. -
Cái hay nhất của tư tưởng Dewey không phải lấy học sinh làm trung tâm như mọi người lầm tưởng. Mọi người đã hiểu quá sai về Dewey. Dewey là người khởi xướng phong trào chấm dứt tư duy nhị nguyên, đa nguyên ngấm sâu vào trong tiềm thức của các đất nước phương tây có tư tưởng "Dĩ âu vi trung"(lấy châu Âu làm trung tâm) quay lại thể nhất nguyên: Hứng thú và Kỉ Luật; Kinh nghiệm và Tư duy; Lý thuyết và Thực hành; Phương pháp và Nội dung... đều là nhất nguyên, đều là vòng tròn đạo, chúng tương hỗ và bổ trợ nhau. Ví dụ trong học có hành, trong hành có học và học và hành đi liền với nhau; phương pháp có nội dung, nội dung có phương pháp, nội dung và phương pháp gắn với nhau bởi một trục triết lý giáo dục xuyên suốt... Dewey đề ra một lộ trình vĩ đại giúp con người tiết kiệm hàng nghìn nghìn tỉ đô-la. Nhưng vẫn có những điểm Dewey không lường trước về Đạo Đức nhị nguyên phương tây nó ảnh hưởng khiến những kẻ hiểu cách làm của Dewey lại trở nên thành tầng lớp thống trị và lại tìm cách lu mờ phương pháp của Dewey cho tầng lớp bị trị... Điển hình là sự phân cấp giáo dục đại trà và giáo dục tinh hoa(cho tầng lớp quý tộc, cho những người có điều kiện...) và dẫn đến thực trạng xã hội phân hóa giàu nghèo ngày càng tăng. Lỗi không phải ở Dewey mà lỗi ở con người...
Giáo dục chính là cuộc sống, chúng ta không thể nào tách rời nó ra được. Chúng ta vẫn còn đang lạc lối với tư tưởng học hết đại học rồi ngừng học, ra làm chỉ tích lũy kinh nghiệm.. nhưng không nhìn nhận nó là giáo dục thì kiến thức ta hấp thu chả đáng là bao. Nhà trường phải là một xã hội và xã hội là một nhà trường. Mong GDVN áp dụng được tư tưởng này, Bộ đã mở cho các trường tư có triết lý riêng nhưng còn loạn lắm. -
Every educator in primary and secondary education should read this. Dewey was clearly ahead of his time. If education would implement more of his notions of educating for the whole person and connecting learning to life all students would likely be better prepared for navigating the world's complexities and solving complicated social problems.
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This book, written in 1916, is rich, insightful, and yet completely alive today. It is not only a book on pedagody, but also on philosophy and social science. Well written, objective, offering the fundamentals of the construction and maintanance of a democratic society based of the free sharing of knowledge (as a continuous process) and thought. Not only educators and parents are strongly recommended for reading, but in fact everyone. -
This is the most accessible of Dewey's books I have so far had the chance to read. His ideas are usually fascinating, but his writing style extremely boring. For example, Experience and Nature is filled with brilliant ideas, and I consider it a very important book in my personal hierarchy, but I managed to fall asleep reading it... more than once. Democracy and Education is significantly different in this respect. Highly recommended for those who want to start studying Dewey.
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about MUCH more than democracy and education. still incredibly relevant and insightful, despite having been written in the early 20th century. arguably dewey's best and most sweeping work. one of the most satisfying reads i've had, fiction and nonfiction. seriously, seriously good. seriously.
dewey would be at my dream dinner party, no doubt. -
Дуже сподобалась книга, наполегливо раджу усім, хто працює з освітлю.
Прагматизм як філософський напрям досить природно має своє бачення освіти, в центрі якого лежить поняття досвіду, активної цілепокладеної взаємодії зі світом. Хоча цій книжці сто років, Демократія і освіта просто на диво актуальна і сьогодні. Проблеми шкільної освіти, описані в ній (схоластичність, формалізм, ізольованість окремих предметів, знання як готовий продукт, що його треба запакувати у голови, відірваність як змісту, так і методів навчання від досвіду учнів), досі актуальні. Так само актуальні і цікаві пропоновані Д'юї рішення. Він не пише про конкретні педаг��гічні прийоми, радше про підхід до визначення цілей освіти і та підходів до їх реалізації. Але ця книга буде корисна як людям, котрі займаються освітньою політикою (наприклад, пишуть стандарти), так і практикуючим педагогам.
Єдина проблема із цією книжкою - її дуже складно читати( навіть із досвідом роботи з академічними текстами та базовими знаннями соціальної теорії та історії філософії продиратися крізь неї було тяжко. Складно уявити, як це робитиме людина без такого бекграунду. Припускаю, що справа у перекладі, тож зрадію, якщо книгу перевидадуть. -
Early in my presidential career, a colleague intent on giving me a finer appreciation of higher education recommended I read some of
John Dewey's works. I dutifully purchased a couple his books. They sat on my dresser, unread, reproaching me, until this weekend, when I picked up "
Democracy and Education." Written in 1916, Dewey's thesis speaks to the issues of career and liberal education.
There is a tension between the wish to prepare students for careers and educating them in the liberal arts. The discussion is often presented as a choice, an either/or that will put a student on one path or the other. In my earlier
post about Wake Forest University, we see them trying to complement liberal arts studies with a gloss of career training.
Underlying these discussions is a concern that training students for careers is short-changing them, or somehow inferior to preparing them for civic life. Taylor Branch, in his first book about Martin Luther King, Jr., "
Parting the Waters: America in the King Years 1954-63," discusses the tension between W. E. B. Du Bois' goal to educate an African-American elite and Booker T. Washington's emphasis on educating a wider group of African-American's in the trades as a path toward the middle class. When I worked at Chicago Public Schools, I saw a similar tension among those advocating for Career and Technical Education (CTE) and those who wanted every student to go to college, as if the two were antithetical.
Dr. David Potash, my colleague at Wright College, touches on this debate in his latest blog post, "
High Expectations for Higher Education." Dr. Potash critiques Anthony Kronman's view that Higher Ed is straying too far from the pursuit of wisdom. In Potash's words, "If a college education can help a student to think seriously and then choose, whether this takes place in philosophy or accounting or nursing, then we have a successful education."
Dewey brings the weight of philosophical argument to the debate. I regret not having read him sooner. In Dewey's view, the role of education in a democracy is to prepare the young to take part fully in preserving and growing society. Vocational training is an important part of that education. In Dewey's words,Occupation is a concrete term for continuity. It includes the development of artistic capacity of any kind, of special scientific ability, of effective citizenship, as well as professional and business occupations, to say nothing of mechanical labor or engagement in gainful pursuits.
Dewey, John (2013-09-10). Democracy and Education (Illustrated) (Kindle Locations 5219-5221). Kindle Edition.
Dewey's affection for "gainful pursuits" is in part informed by Aristotle. In the debate between vocational and liberal arts training, Dewey points out that Aristotle considered training in the fine arts vocational training. Dewey takes a broad, positive view of career training. In Dewey's view, preparing students for careers is not the opposite of preparing them for participation in civil society. Instead, he sees it as the opposite of sloth.The opposite of a career is neither leisure nor culture, but aimlessness, capriciousness, the absence of cumulative achievement in experience, on the personal side, and idle display, parasitic dependence upon the others, on the social side.
Dewey, John. Kindle Locations 5218-5219.
He believes that too narrow a preparation is undesirable. He says that providing a career orientation to education will "make school life more active, more full of immediate meaning, more connected with out-of-school experience." (Kindle Locations 5370-5371.) He admits that it will not be easy to do this. We are dealing with this challenge at HWC, where industry partners are telling us that in addition to the 'hard' industry skills, they want students who think critically and write well.
Our efforts will be worth it. If we can successfully synthesize the liberal and vocational arts, we can prepare our students for rich lives where they continually learn and adapt in their careers. Again, in Dewey's words,It signifies a society in which every person shall be occupied in something which makes the lives of others better worth living, and which accordingly makes the ties which bind persons together more perceptible— which breaks down the barriers of distance between them. It denotes a state of affairs in which the interest of each in his work is uncoerced and intelligent: based upon its congeniality to his own aptitudes.
Dewey, John. Kindle Locations 5376-5379.
To my forgotten colleague who pressed Dewey upon me, thank you for the suggestion. I spent a rewarding weekend immersed in the philosophical support for College to Careers. -
definitely the most important book to my thesis and a relevant read for anyone interested in why education happens the way it does and how to reform it
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In his "Autobiography", Mill notes that his father recognized that the purpose of a good education was not to simply stuff the mind with facts, but to teach the mind to reason, to inquire and to question. This, it seems to me, is Dewey's ultimate point also: the point of a good education should be to create minds prepared to engage critically with the world. It hardly needs to be noted that our current system of system fails in this regard; but a critic of Dewey may, with justice, note that since our desire to survive outweighs our desire to live critically, the student who approaches her studies as simply a pathway to a job is fully justified in her approach. It seems to me therefore, that for a Deweian system of education to be implanted, our society must first radically be changed, especially with regard to the redistribution of wealth, which would allow more people to treat education as a way to acquire the critical-thinking skills which Dewey lauds, and not just a way to acquire a living.
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The summaries at the end were pretty helpful, as I thought the text somewhat dense and meandering. Great ideas overall, though.
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Wow!!!
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Democracy and Education
John Dewey
8.31.19
This seminal work deserves to be read today. It has a lot to say about educational battles we’re still fighting but also how a vibrant humanistic education system is necessary for a thriving democracy. In fact, you work backwards from Deweys’ theories. Suppose you had a thriving democracy and wanted to destroy it. Attached the type of education of Dewey desires would be a good place to start.
Broader purposes of education:
Once societies get to a certain size (geographically and otherwise), only education can pass along culture and civilization. While DNA can pass on the traits needed to live, and informal learning can pass on local customs, civilization’s perish without formal education - there is simply no way to pass them on. “With the renewal of physical existence goes, in the case of human beings, the recreation of beliefs, ideals, hopes, happiness, misery, and practices. The continuity of any experience, through renewing of the social group, is a literal fact. Education, in its broadest sense, is the means of this social continuity of life.”
(p. 2).
Dewey rejects the notion of education as just learning of facts and knowledge. Instead, education is social and prepares people with skills and attitudes to live in a democracy (e.g. being able to argue and accept other arguments, for example). Education is about training the person for the social environment. Isolated learning is not education.
“A being connected with other beings cannot perform his own activities without taking the activities of others into account. For they are the indispensable conditions of the realization of his tendencies. “(p. 9)
[Comparing learning with the end training] “But the horse, presumably, does not get any new interest. He remains interested in food, not in the service he is rendering. He is not a partner in a shared activity. Were he to become a copartner, he would, in engaging in the conjoint activity, have the same interest in its accomplishment which others have.” (P.10). The piercing question Dewey begs is why do we educate people like horses.
Dewey sums up the goal of education as education itself “[o]nly education that makes for power to know as an end in itself, without reference to the practice of even civic duties, is truly liberal or free.” (p. 195).
These passages show how Dewey ties principles of education to to principles of democracy.
Democracy and Education
“The sort of education appropriate to the development of a democratic community was then explicitly taken as the criterion of the further, more detailed analysis of education. (p. 247). .
[T]he development of a truly democratic society, a society in which all share in useful service and all enjoy a worthy leisure. It is not a mere change in the concepts of culture–or a liberal mind–and social service which requires an educational reorganization;
The educational transformation is needed to give full and explicit effect to the changes implied in social life. The increased political and economic emancipation of the "masses" has shown itself in education; it has effected the development of a common school system of education, public and free. It has destroyed the idea that learning is properly a monopoly of the few who are predestined by nature to govern
(pp. 196-197).
Relating to the Dewey’s pragmatism is is idea of continuous reconstruction. In both education and democracy, progress is never ending process of fits and starts. “The ideal of a continuous reconstruction or reorganizing of experience, of such a nature as to increase its recognized meaning or social content, and as to increase the capacity of individuals to act as directive guardians of this reorganization.” (p. 247).
“Knowledge is not just something which we are now conscious of, but consists of the dispositions we consciously use in understanding what now happens. Knowledge as an act is bringing some of our dispositions to consciousness with a view to straightening out a perplexity, by conceiving the connection between ourselves and the world in which we live.” (p. 263).
“In an analogous way, since democracy stands in principle for free interchange, for social continuity, it must develop a theory of knowledge which sees in knowledge the method by which one experience is made available in giving direction and meaning to another.” (p. 264).
Without this type of education Dewey warns, “Men still want the crutch of dogma, of beliefs fixed by authority, to relieve them of the trouble of thinking and the responsibility of directing their activity by thought. They tend to confine their own thinking to a consideration of which one among the rival systems of dogma they will accept.” (p. 259).
Equality
Dewey smells elitism in much of the traditional learning structures. Universities provide education for those who don’t need to labor. Education focused on labors provide skill but not the social skills to fully participate in democracy. There is Neo-Marxist element to Dewey’s critique - similar to Marx’s argument that specialization robs workers of value of the full range of their talents. “The failure to fully educate into a democracy is a type of theft. But when we confine the education of those who work with their hands to a few years of schooling devoted for the most part to acquiring the use of rudimentary symbols at the expense of training in science, literature, and history, we fail to prepare the minds of workers to take advantage of this opportunity.(p. 199). Such social divisions as interfere with free and full intercourse react to make the intelligence and knowing of members of the separated classes one-sided.] (p. 263).
Pragmatism
The education theory “which is advanced in these pages may be termed pragmatic. Its essential feature is to maintain the continuity of knowing with an activity which purposely modifies the environment. (p. 263).
Pragmatism and morals
Acts “are moral in an emphatic sense not because they are isolated and exclusive, but because they are so intimately connected with thousands of other attitudes which we do not explicitly recognize–which perhaps we have not even names for. To call them virtues in their isolation is like taking the skeleton for the living body. The bones are certainly important, but their importance lies in the fact that they support other organs of the body in such a way as to make them capable of integrated effective activity. p. 273).
Social theory of virtue: To possess virtue does not signify to have cultivated a few namable and exclusive traits; it means to be fully and adequately what one is capable of becoming through association with others in all the offices of life. 274
The different types of education.
Dewey rails again the type of education the treats humans as biological repository of facts. Yet, he criticizes equally the type of education that so focuses on the wants of the individual without the broader social context.
“Hence one of the weightiest problems with which the philosophy of education has to cope is the method of keeping a proper balance between the informal and the formal, the incidental and the intentional, modes of education.”
(p. 7).
The difference between man and ants
”The parts of a machine work with a maximum of cooperativeness for a common result, but they do not form a community. If, however, they were all cognizant of the common end and all interested in it so that they regulated their specific activity in view of it, then they would form a community. “ (p. 4).
“Making the individual a sharer or partner in the associated activity so that he feels its success as his success, its failure as his failure, is the completing step. As soon as he is possessed by the emotional attitude of the group, he will be alert to recognize the special ends at which it aims and the means employed to secure success. His beliefs and ideas, in other words, will take a form similar to those of others in the group. He will also achieve pretty much the same stock of knowledge since that knowledge is an ingredient of his habitual pursuits. (p. 11).
Learning technical skills must be within social context. “When the acquiring of information and of technical intellectual skill do not influence the formation of a social disposition, ordinary vital experience fails to gain in meaning.” (p. 7). -
An inspiring book that seems to be very much ahead of its time. Much of the ideas in the book seem like integral elements of any modern educational philosophy that strives to be progressive. Nevertheless, much of the ideas still seem very utopian, not achieved because of conversative impulses in the society or austere economic policies. Very essential ideas for any educator that wants to achieve a democratic disposition in their work, not as an isolated process but as an entire outlook on life.
The downside of the book is its dragging writing. It seems that hundred years ago there were no editors so the writing is very repetitive at times. I'm sure it could have been a hundred pages shorter with more concise writing. -
5 stars DESPITE the massive blind spot he has to his ethnocentric views on “savages” that reinforce a linear, hierarchical view of social development and posits capitalist values at the center of complex advancement.
Brilliant views on schools having a fundamental role in increasing equity & justice. Dewey’s ideas about PBL and collaboration are not always well-executed, but it would be nice if more people aligned themselves to his ideal of active knowledge construction, with the students as producers. -
Woof, this one was a bear to get through. I'm afraid I did not glean a whole lot from this book. This was way too deep down in the educational philosophy trench for me to get much out of. A teacher might appreciate some of the insights and hair-splitting that Dewey does here, but I was not the right audience. I did a lot of skimming and appreciated the brief synopses he would place at the end of each chapter, but this mostly sailed right over my head.
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Recognizing the challenges that existed in larger society with regards to capricious activities outlined by the economic / industrial need and the duality of concepts such as subject matter and method, work and play, thinking and experience, individual and the world to name a few, Dewey philosophized the reconstruction of education. Having published this book in 1916, it’s interesting to understand the socio-economic context in which he was writing. Almost a century after the industrial revolution and the advent of World War 1, the meaning and function of ‘social efficiency’ had been completely re-defined, infiltrating each facet of humankind’s existence. Ironically and sadly, a century later, not much has transformed. The industrial / manufacturing / economic needs have only become more rigid, the gap between labor and leisure is stark, and as observed by Dewey, students are merely being prepared in schools to conform to the adult life that awaits them.
Imagining Dewey’s world for a moment, where students as part of the miniature community commence solving problems posed by the teacher while finding solutions to issues that are new to them, begin to live for the present. Spaces are created where social occupations from society are weaved into the mini-community, and students begin to engage with material in an interdisciplinary manner, working as budding doctors, lawyers, architects, engineers, astronauts etc., instead of looking at disciplines in isolation. It is worth nothing that concepts that we study “originally sprang up, not out of the ground, not out of nature, but out of human life and human needs” (Dewey, 1899a, p.191, as cited in Kliebard, 1995, p.56). And thus, literally beginning from basics where thinking and experience amalgamate, with students learning how to think and continually experiencing a ‘diversity of energies’. However, designing such a curriculum and school would require ruminating through a blend of aspects such as the physical space, how the inter-disciplinary curriculum would be designed, what would be the basis of the assessment, a teacher’s facilitative role, whether a state/national board would certify the school, parent’s trepidations, whether students would be considered prepared for higher education or get jobs with economic sustainability, issues that Dewey does not address in his book.
Working with the larger vision that “democracy stands in principle for free interchange, for social continuity, it must develop a theory of knowledge which sees in knowledge the method by which one experience is made available in giving direction and meaning to another” (DE, p. 330). In current schools, what seems to be in operation is the anti-thesis of democracy, where pupils are distracted, there is over-pressure, congestion of the course of study and narrow specializations (DE, p. 237). Closely correlated, is the disciplining and punishing of the students when they fail to perform, react, resolve or engage with the material at hand. So the question really is, how does one build meaningful democratic experiences for students? How does one introduce concepts of learning so that students are able to draw broader connections with their own experiences and the world around them?
Before I delve further into these questions, I would like to highlight different authors’ definitions of democracy that helps me better understand a democratic school space. West (2004) views democracy as a collective, dynamic and striving movement rather than a static order of stationary status quo, insinuating that it is integral for schools to be inclusive spaces where each actor contributes to decision-making and knowledge construction. Further, Davies (2002) deems that the antithesis to democracy is authoritarianism, where the education system is characterized by minimal responsibility, critical enquiry, debate and participation with the indicators being teacher-centered discipline, rote learning and fear. Research demonstrates that teaching methods that encourage competition result in discipline and therefore, conflict. When a student is faced with failure, it can lead to low self-esteem and frustration, predisposing the individual to tension or violence (Davies, 2005). Davies (2005) introduces the concept of “interruptive democracy” signifying interruption to the normalized processes of violence and exclusion. She elucidates that democratic education has to be open to handle difference, identity, and fear, as well as taking risks of allowing students to learn from mistakes.
With Dewey promoting democratic practices, collaboration and alternative viewpoints in curriculum, a limitation is the assumption that teachers would want to introduce democratic practices instead of current hierarchal structures or foster collaboration instead of competition that currently motivates students to compete against each other and perform better. It’s assumed that a teacher would want to encourage the development of alternative viewpoints. In a hierarchical structure, teachers’ roles have been validated by the authority and control that they exert. The nuances of student and teacher expectations therefore, would need to be clarified before attempting to establish democratic spaces, which otherwise could be viewed as threatening spaces by teachers.
Based on the previous class discussion and aiming to bring the lake into our classroom, I return to the earlier posed questions, how does one build meaningful democratic experiences for students? How does one introduce concepts of learning so that students are able to draw broader connections with their own experiences and the world around them? I would like to share a few models of schooling that are working towards building a community, with students optimizing their potential and their present.
The Green School, Bali: “Green School’s mission of “a community of learners making our world sustainable” sets the core philosophy of why and how the School educates. The “Green School Way” is to prepare for the real world by being involved in it now; to have impact now; to take responsibility now; and to model and practice the skills and mindsets that we will need later on, now”,
https://www.greenschool.org/
Krishnamurthy Schools: Krishnamurty advocates that change is only possible “through a complete transformation of human consciousness” (Thapan, 2001, p. 1) leading to the cultivation of reflective, active and moral citizens.
http://www.kfionline.org/education-ce...
Tagore’s Shantiniketan School:
http://newlearningonline.com/new-lear...
Inspired by Sri Aurobindo, who contends that the education system should create individuals who realize their responsibilities towards society by being committed to social justice, secularism, democracy, equality of opportunity and most of all to a welfare state (Bora & Sirwal, 2011), is the model of Mirambika:
http://www.mirambika.org/Pgcw01.htm
Re-imagining a school space based on Dewey’s vision, I would like to play a ‘what if’ game…What if students were re-aligned beyond classes, abilities and age? Acknowledging each child’s individual strengths and interests, what if the time engagement on varied tasks was unique for each student. Rather than being in a particular class or subject, what if the students got an opportunity to design their learning time in collaboration with the teacher as a guide, as part of their individual learning contract. In a week, what if they could choose which areas or fields they would like to engage with, each spread across a number of hours, and through their school years the aspiration could be to explore all possible spaces of the community. A facet that Dewey couldn’t taken into consideration back then was technology and I am highly intrigued by how technology can be leveraged in re-imagining school spaces, where praxis/participatory, dialogical and problem-posing methods are posed; varied, multiple and alternative content and viewpoints are encouraged; and flattened organizational structures, which instead of promoting compartmentalization and hierarchy could encourage connection and collaboration (Hantzopoulos, 2011).
References:
Bora, G. & Sirwal, D.R., (2011) Understanding Indian-Value System through Sri Aurobindo‟s Education System (An online anthology of Sri Aurobindo's Ideas). Centre for Positive Philosophy and Interdisciplinary Studies (CPPIS), Pehowa (Kurukshetra). Retrieved from
file:///Users/kamiyakumar/Downloads/U...
Davies, L. (2005). Schools and war: urgent agendas for comparative and international education. Compare, 35(4), 357-371.
Davies, L. (2002). Possibilities and limits for democratisation in education. Comparative Education, 38(3), 251-266.
Dewey, J. (2004). Democracy and education. Courier Corporation.
Hantzopoulos, M. (2011). Institutionalizing critical peace education in public schools: A case for comprehensive implementation. Journal of Peace Education, 8(3), 225-242.
Kliebard, H. M. (1995). The struggle for the American curriculum, 1893-1958. RoutledgeFalmer.
Thapan, M. (2001) J. Krishnamurti. UNESCO: International Bureau of Education, Vol. XXXI, No.2, June 2001, p. 273-286, Paris
West, C. 2004. Democracy matters: Winning the fight against imperialism. New York: Penguin -
I am a different educator -a different person- after having read this book.
Over and over I felt that I was trudging through words on words and in words, and then, like a kaleidoscope, the picture would click into place and I would SEE. Dewey isn’t one for exclamation marks, but as a reader who most assuredly experienced this book, I provided them quite frequently.
NOTE:
I was frustrated by Dewey's lack of structure. He basic framework of listing points as 1. 2. 3. is consistent, but then subtitles have no consistency. He chooses to organize subtitles first with the same 1. and 2. but without capitalizing the first letters of subtitles, then (1) and (2) and a FURTHER 1. in Chapter 4. Suddenly in Chapter 7 he uses Roman numeral I. within 1. Chapter 9 he uses (a) (b) (c), then another (a) and (b) within the previous (c), and all within (1) of 1. AM I THE ONLY ONE.
Democracy and Education was originally published in 1916, so perhaps a general outline form of writing had not yet been developed? The most recent publication (black cover with a gavel, no copyright date) is actually worse. I've compared this publication with the FreePress 1966 paperback and the layout is different. In this publication, there are instances where the paragraphs are merged for even less of an organizational sense.
At least, as far as I can see, the content is the same:
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Chapter 1: Education as a Necessity of Life
1. Renewal of Life by Transmission
While the living thing may easily be crushed by superior force, it no the less tries to turn the energies which act upon it into means of its own further existence. If it cannot do so, it does not just split into smaller pieces (at least in the higher forms of life), but loses its identity as a living thing. As long as it endures, it struggles to use surrounding energies on its own behalf. As long as it is growing, the energy it expends in thus turning the environment to account is more than compensated for by the return it gets: IT GROWS.
2. Education and Communication
3. The Place of Formal Education
Chapter 2: Education as a Social Function
1. The Nature and Meaning of Environment
Etymologically, the word education means just a process of leading or bringing up. When we have the outcome of the process in mind, we speak of education as shaping, forming, molding...by means of the action of the environment in calling out certain responses.
2. The Social Environment
3. The Social Medium as Educative
4. The School as a Special Environment
Chapter 3: Education as Direction
1. The Environment as Directive
2. Modes of Social Direction
3. Imitation and Social Psychology
4. Applications to Education
Why is it, in spite of the fact that reaching by pouring in, learning by a passive absorption, are universally condemned, that they are still so entrenched in practice: That education is not an affair of “telling” and being told, but an active and constructive process, is a principle almost as generally violated in practice as conceded in theory. Is not this deplorable situation due to the fact that the doctrine is itself merely told: It is preached, it is leactured; it is written about. But its enactment into practice requires that the school environment be equipped with agencies for doing, with tools and physical materials, to an extent rarely attained.
(Teachers will learn to teach constructing knowledge by being taught constructively.)
Chapter 4: Education as Growth
1. The Conditions of Growth
2. Habits as Expression of Growth
3. The Educational Bearing of the Conception of Development
The inclination to learn from life itself and to make the conditions of life such that all will learn in the process of living is the finest product of schooling.
Chapter 5: Preparation, Unfolding, and Formal Discipline (Dewey against)
1. Education as Preparation
2. Education as Unfolding
3. Education as Training of Faculties
Chapter 6: Education as Conservative and Progressive (Dewey for)
1. Education as Formation
2. Education as Recapitulation and Retrospection
3. Education as Reconstruction
We learn only because after the act is performed we note results which we had not noted before.
Chapter 7: The Democratic Conception in Education
1. The Implications of Human Association
The experience of each party loses in meaning when the free interchange of varying modes of life experience is arrested.
2. The Democratic Ideal
3. The Platonic Educational Philosophy
4. The “Individualistic” Ideal of the Eighteenth Century
5. Education as National and as Social
Who, then, shall conduct education so that humanity may improve? We must depend upon the efforts of enlightened men in their private capacity. All culture begins with private men and spreads outward from them. Simply through the efforts of persons of enlarged inclinations, who are capable of grasping the ideal of a future better condition, is the gradual approximation of human nature to its end possible.
Chapter 8: Aims in Education
1. The Nature of an Aim
2. The Criteria of Good Aims
3. Application in Education
Chapter 9: Natural Development and Social Efficiency as Aims
1. Nature as Supplying the Aim
The conclusion is not to education apart from the environment, but to provide an environment in which native powers will be put to better uses.
2. Social Efficiency as Aim
3. Culture as Aim
How can there be a society really worth serving unless it is constituted of individuals of significant personal qualities?
The dualism of life is the particular task of education at the present time to struggle in behalf of an aim in which social efficiency and personal culture are synonyms instead of antagonists.
WE NEED EACH OTHER.
Chapter 10: Interest and Discipline
1. The Meaning of the Terms
2. The Importance of the Idea of Interest in Education
3. Some Social Aspects of the Question
A reorganization of education so that learning takes place in connection with the intelligent carrying forward of purposeful activities is a slow work. It can only be accompanied piecemeal, a step at a time. But this is not a reason for nominally accepting one educational philosophy and accommodating ourselves in practice to another. It is a challenge to undertake the task or reorganization courageously and to keep at it persistently. (!!!)
Chapter 11: Experience and Thinking
1. The Nature of Experience
2. Reflection in Experience
For we live not in a settled and finished world, but in one which is going on.
Chapter 12: Thinking in Education
1. The Essentials of Method
Processes of instruction are unified in the degree in which they center in the production of good habits of thinking.While we may speak, without error, of the method of thought, the important thing is that thinking is the method of an educative experience. The essentials of method are therefore identical with the essentials of reflection.
Chapter 13: The Nature of Method
1. The Unity of Subject Matter and Method
2. Method as General and as Individual
3. The Traits of Individual Method
4. Responsibility
Chapter 14: The Nature of Subject Matter
1. Subject Matter of Educator and of Learner
The educator’s part in the enterprise of education is to furnish the environment which stimulates responses and directs the learner’s course. All that the educator can do is modify stimuli so that response will as surely as is possible result in the formation of desirable intellectual and emotional dispositions.
In what we have termed informal education, subject matter is carried directly in the matrix of social intercourse. It is what the persons with whom and individual associates do and say. Even more pains are consciously taken to perpetuate myths, legends, and sacred verbal formulae of the group than to transmit the directly useful customs of the group just because they cannot be picked up in the ordinary processes of association.
The invention of writing and of printing causes bonds which connect subject matter of school study with the habits and ideals of the social group to be disguised and covered up. The ties are so loosened that it often appears as if there were none; as if subject matter existed simply as knowledge on its own independent behoof, and as if study were the mere act of mastering it for its own sake, irrespective of any social values.
From the standpoint of the educator, various studies represent working resources available. The experience of the student should be kept moving in the direction of what the expert already knows.
2. The Development of Subject Matter in the Learner
The Development of Subject Matter in the Learner
Learning by doing: knowledge of things in that intimate and emotional sense suggested by the word acquaintance is a precipitate from our employing them WITH A PURPOSE.
3. Science or Rationalized Knowledge
4. Subject Matter as Social
The scheme of a curriculum must take account of the adaptation of studies to the needs of the existing community of life; it must select with the intention of improving the life we live in so that the future shall be better than the past. The things which are socially most fundamental, that is, which have to do with the experiences in which the widest groups share, are the essentials.
Chapter 15: Play and Work in the Curriculum
1. The Place of Active Occupation in Education
2. Available Occupations
3. Work and Play
The difference in work and play is largely one of time span. In play, the interest is more direct-a fact frequently indicated by saying that inplay the activity is its own end, instead of its having an ulterior result. Play has an end in the sense of a direction idea which gives point to the successive acts.
One has only to observe the countenance of children really playing to note that their attitude is one of serious absorption; this attitude cannot be maintained when things cease to afford adequate stimulation. (How to make reading playful?)
Education has no more serious responsibility than making adequate provision for enjoyment of recreative leisure; not only for the sake of immediate health, but still more if possible for the sake of its lasting effect upon habits of mind. Art is again the answer to this demand.
Work which remains permeated with the play attitude is art-in quality if not in conventional designation.
Chapter 16: The Significance of Geography and History
1. Extension of Meaning of Primary Activities
2. The Complementary Nature of History and Geography
3. History and Present Social Life
The difference in work and play is largely one of time span. In play, the interest is more direct-a fact frequently indicated by saying that inplay the activity is its own end, instead of its having an ulterior result. Play has an end in the sense of a direction idea which gives point to the successive acts.
One has only to observe the countenance of children really playing to note that their attitude is one of serious absorption; this attitude cannot be maintained when things cease to afford adequate stimulation. (How to make reading playful?)
Education has no more serious responsibility than making adequate provision for enjoyment of recreative leisure; not only for the sake of immediate health, but still more if possible for the sake of its lasting effect upon habits of mind. Art is again the answer to this demand.
Work which remains permeated with the play attitude is art-in quality if not in conventional designation.
Chapter 17: Science in the Course of Study
1. The Logical and the Psychological
2. Science and Social Progress
3. Naturalism and Humanism in Education
Chapter 18: Educational Values
1. The Nature of Realization or Appreciation
Every step from savagery to civilization is dependent upon the invention of media which enlarge the range of purely immediate experience and give it deepened as well as wider meaning by connecting it with things which can only be signified or symbolized.
(media/graphics make more “immediate”)
THE IMAGINATION IS THE MEDIUM OF APPRECIATION IN EVERY FIELD. THE ENGAGEMENT OF THE IMAGINATION IS THE ONLY THING THAT MAKES ANY ACTIVITY MORE THAN MECHANICAL. PLAY ACTIVITY IS AN IMAGINATIVE ENTERPRISE. BUT IT IS STILL USUAL TO REGARD THIS ACTIVITY AS A SPECIALLY MARKED-OFF STAGE OF CHILDISH GROWTH, AND TO OVERLOOK THE FACT THAT THE DIFFERENCE BETWEEN PLAY AND WHAT IS REGARDED AS SERIOUS EMPLOYMENT SHOULD BE NOT A DIFFERENCE BETWEEN THE PRESENCE AND ABSENCE OF IMAGINATION, BUT A DIFFERENCE IN THE MATERIALS WITH WHICH IMAGINATION IS OCCUPIED.
2. The Valuation of Studies
3. The Segregation and Organization of Values
It is the business of education in a democratic social group to struggle against isolation of curriculum in order that the various interests may reinforce and play into one another.
Chapter 19: Labor and Leisure
1. The Origin of the Opposition
2. The Present Situation
Chapter 20: Intellectual and Practical Studies
1. The Opposition of Experience and True Knowledge
2. The Modern Theory of Experience and Knowledge
3. Experience as Experimentation
The logical outcome is a new philosophy of experience and knowledge, a philosophy which no longer puts experience in opposition to rational knowledge and explanation. Experience is no longer a mere summarizing of what has been done with reference to making what happens to us and what we do to things as fertile as possible of suggestions and a means for trying out the validity of the suggestions. When trying, or experimenting, ceases to be blinded by impulse or custom, when it is guided by an aim and conducted by measure and method, it becomes reasonable--rational. When what we suffer from things, what we undergo at their hands, ceases to be a matter of chance circumstance, when it is transformed into a consequence of our own prior purposive endeavors, it becomes rationally significant-enlightening and instructive.
Chapter 21: Physical and Social Studies: Naturalism and Humanism
1. The Historic Background of Humanistic Study
2. The Modern Scientific Interest in Nature
3. The Present Educational Problem
Education should aim at not keeping science and the study of nature apart from literature as a record of human interest, but at cross-fertilizing both the natural sciences and the various human disciplines such as history, literature, economics, and politics. Outside of school pupils meet with natural facts and principles in connection with various modes of human action. To start them in school with a rupture of this intimate association breaks the continuity of mental development, makes the student feel an indescribable unreality in his studies, and deprives him of the normal motive for interest in them.
(ePortfolios ties them together.)
The obvious pedagogical starting point of scientific instruction is not to teach things labeled science, but to utilize the familiar occupations and appliances to direct observation and experiment, until pupils have arrived at a knowledge of some fundamental principles by understanding them in their familiar practical workings.
Chapter 22: The Individual and the World
1. Mind as Purely Individual
2. Individual Mind as the Agent of Reorganization
3. Educational Equivalents
A progressive society counts individual variations as precious since it finds in them the means of its own growth.
The cycle of self-activity demands an opportunity for investigation and experimentation, for trying out one’s ideas upon things, discovering what can be done with materials and appliances. Systematic advance in scientific discovery began when individuals were allowed and encouraged to utilize their own peculiarities of response to subject matter.
It is not unreasonable to expect that learning may take place under such conditions that front the standpoint of the learner there is GENUINE DISCOVERY. Where there is genuine learning, students make discoveries from their own standpoint.
Chapter 23: Vocational Aspects of Education
1. The Meaning of Vocation
A vocation means nothing but such a direction of life activities as it renders them perceptibly significant to a person.
We must avoid the notion that vocations are distributed in an exclusive way, one and only one to each person. No one is just an artist and nothing else…
2. The Place of Vocational Aims in Education
Educators must be careful that the vocational preparation of youth is such as to engage them in a continuous reorganization of aims and methods.
(Don’t ask “what do you want to BE…” ask “what are you CURIOUS about…”!)
3. Present Opportunities and Dangers
The problem is not that of making schools an adjunct to manufacture and commerce, but of utilizing the factors of industry to make school life more active, more full of immediate meaning, more connected with out-of-school experience.
For no one cares for what one cannot half do. But there is a great difference between a proficiency limited to immediate work, and a competency extended to insight into its social bearings; between efficiency in carrying out the plans of others and in one forming one’s own.
Chapter 24: Philosophy of Education
1. A Critical Review
2. The Nature of Philosophy
Philosophy is thinking what the known demands of us-what responsive attitude it exacts. It is an idea of what is possible. Philosophy might almost be described as thinking which has become conscious of itself.
(Education=philosophy in practice. Thinking in action.)
Chapter 25: Theories of Knowledge
1. Continuity versus Dualism
In time the theory of knowing must be derived from the practice which is most successful in making knowledge; and then that theory will be employed to improve the methods which are less successful.
2. Schools of Method
“Reason” is just the ability to bring the subject matter of prior experience to bear to perceive the significance of the subject matter of a new experience. A person is reasonable in the degree in which he is habitually open to seeing an event which immediately strikes his senss not as an isolated thing but in its connection with the common experience of mankind.
Chapter 26: Theories of Morals
1. The Inner and the Outer
2. The Opposition of Duty and Interest
3. Intelligence and Character
4. The Social and the Moral
The plea which has been made for education through continued constructive activities in this book rests upon the fact they afford an opportunity for a social atmosphere. Playgrounds, shops, workrooms, laboratories not only direct the natural active tendencies of youth, but they involve intercourse, communication, and cooperation-all extending the perception of connections.
The learning in school should be continuous with that of out of school.
Conscious life is a continual beginning afresh. -
I first read this book for a graduate course on Pragmatism. While we used two other of Dewey's books for texts, the Logic and Experience and Nature, I chose this one to read for my oral presentation. I chose this because I was sure that I could certainly poke holes in the great man's views on something as apparently subjective as education. AS it turned out, I was once again wrong.
Dewey expounds on a theory of society and education which explores the possibility of searching after the perfect medium between the individual and society. Progressive education, at least in Dewey's way of promoting it, was all about rearing the individual to become cognizant of the societal needs and then both providing for those needs and extending them into areas in which they will be required in the future.
One of the most unique features of Dewey's thought was that education goes far beyond some formal idea of learening a subject matter in a structured setting. Society must prepare itself to provide for the individual's instruction as to where it is and where it has come from, but the individual closes the loop in providing farther reaching consequences by extending the greater evolution of the present towards the future. It is in this sense very similar to the principle by which one transcends the present through the dialectical argument. While some may argue that these ideas are simplistic (and Dewey himself recognized that he was misunderstood,) the greater part of his misunderstanding comes from some language difficulties, in my opinion. For example, I was ultimately surprised to find such a difference of opinion throughout the members of my class on what I thought were very well explained issues. I can only suppose that it is the difference between what we would have liked him to say and studying what he really did say: to read something of this caliber requires the true suspension of belief, at least until one understands the bigger picture.
In short I was pleasantly surprised to discover that this work provided an introduction into the thought of Experience and Nature, a book I regard as his seminal work. While his views on education have been pushed aside for something far less forward thinking, I suppose that the idea of its creativity and positive connectivity of individuals to the society in which they live just seems preposterous. It makes one wonder if we were really afraid of what would happen if we let education fulfill its own destiny. The fact that someone placed this on the Worst Books list is a kind of inane irony on this point. After all, nothing says alienation and societal estrangement more than our present age. -
This is a great way to get to know John Dewey as an educational philosopher. What is school? What is education? What is democracy? For that matter, what is Life?
School: A formal educational situation; an intentional environment that simplifies and purifies cultural transmission and creates a broad context in which diverse groups have equal opportunity to "receive" transmission. Public school is a place where people from differing communities can look at and experience a common ground.
Education: Things have meaning--and education can occur--only insomuch as the things are used for a purpose, to produce a result. The only way to modify another's mid is to use the environment to "evoke some answering activity from him." . . . "A constant reorganizing or reconstructing of experience."
Democracy: Community... common ground... common meanings... common understandings... common goals... (served properly by a meaningful education, of course)...
Life: "A self renewing process through action on the environment."
Good stuff. His prose is so unbelievably eloquent (and quite dense until you settle into it). I don't know that anyone is capable of such language now. Prepare to experience yet another wave of disappointment about the state of American education 100 years later. -
I really wanted to like this book. I have long been a fan of educational progressivism and have encountered Dewey's ideas before. However, actually reading him was physically painful. Dewey is one of those university lecturers that believes that the relevance of his content somehow sanctions his monotonous and verbose delivery. Form *is* important, Mr. Dewey. Your ideas might have been revolutionary, but your writing style was mediocre.
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One of the best books I've ever read. In this classic, John Dewey lays out the principles of the philosophy behind education and its importance and impact on society. He does it so clearly and concisely that I am surprised this wasn't ever required reading for me in any college course I had ever taken. This book should be required reading for every human. Dewey's other classic, Art as Experience, is on my short list of what I need to read next.
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Absolutely worth reading! This book greatly broadened by conception of a "democratic society", the purpose and value of education, and the purpose and of knowledge and learning. It also increased my sense of value of myself and of other people--all other people.
While this text is an exploration of the role and function of education in a democratic society, it is also an illumination of what conditions comprise a "democratic society" and why this has value. Dewey demonstrates that with these conditions in place, a truly democratic society will by default break down barriers of race, class, gender, national territory, etc. Some of these conditions and concepts include increased shared common interest, freer interaction between social groups, and an emphasis on the value of communicable experience (including a wide variety and diversity of experience). It is the variety of our shared experiences and the free communication of those experiences that creates meaning on both an individual level and at a societal level. The endeavor to build a democratic society by Dewey's definition enhances the individual by securing a liberation of powers which would otherwise remain suppressed and also creates a society worth serving.
"A well-trained mind is one that has a maximum of resources behind it."
"It is a necessary part of education that one should acquire the ability to supplement the narrowness of his immediately personal experiences by utilizing the experiences of others."
"What one is as a person is what one is as associated with others, in a free give and take of intercourse."
"Culture is the capacity for constantly expanding the range and accuracy of one's perception of meanings."
"If democracy has a moral and ideal meaning, it is that a social return be demanded of all and that opportunity for development of distinctive capabilities be afforded all."
